Title III: 101 Jacqueline A. Iribarren Ph.D. Title III, ESL & Bilingual Ed. Consultant October 20, 2011

What will be covered: Background Legal Requirements ESEA compliance requirements Reminders Q & A

Title III Overview (NCLB) Federal funding: $5.5M yearly Allocate 5% to the Immigrant Grant You must assess all domains: listening, reading, speaking, writing (comprehension: reading & listening) You must use ACCESS for ELLs ® for funding & accountability purposes $123.00/pupil or 81 students to reach $10,000

Fundamentals: $10,000 threshold for managing own funds (less than $10K, districts must join a consortium) Fiscal agent: Fiscal agent responsibilities Complete Testing (all domains)=T3 Funding

What is the ACCESS for ELL ® Test? State approved ELP test Federal mandated assessment Linked to content standards Summative test Cost $22.00 per student, test and scoring paid by DPI (but not the “administering” costs of the test) Screeners must be paid by district funds Accountability test (AMAOs)

NCLB: (Title I): Sec. 1111(b)(7): ‘‘(7) Academic Assessment of English language proficiency”. Office for Civil Rights: School districts are responsible under civil rights law to provide an equal educational opportunity to ELLs). Bilingual-Bicultural State Statute: (s ). “Count of limited-English proficient pupils. Annually, on or before March 1, each school board shall conduct a count of the limited-English proficient pupils in the public schools of the district, assess the language proficiency of such pupils and classify such pupils by language group, grade level, age and English language proficiency.” Identification Requirement Authorities:

Identification in WI Home Language Survey (HLS) Academic performance review Screener: W-APT (WIDA) Assessment: ACCESS for ELLs ® (WIDA) ( See 3 Bulletins:

Accountability Requirements Title I: AYP for ELLs ▫WKCE: ELA & Math Title III: ELP Assessment (ACCESS) Annual Measurable Achievement Objectives (AMAOs)

Proficiency Yardstick: Annual Measurable Achievement Objectives (AMAOs) AMAO 1: Progressing AMAO 2: Exiting AMAO3: AYP Must meet all!

ESEA Monitoring Requirements District/CESA/Fiscal agent (lead district) Needs Assessment Professional Development Effective Instructional Program: scientifically- based research or effective practices Annual Assessment of ELP Parental Involvement: Deep, not superficial Parental Notification 2-Year Monitoring

Accountability Timeline 1 year Parental Notification. Inform parents of children who are identified for or are participating in a language instruction education program of failure to meet AMAOs within 30 days. 2 consecutive years Parental Notification. AND Improvement Plan. Develop and adopt an improvement plan that specifically addresses factors that prevented the district from meeting AMAOs and that will ensure meeting AMAOs in the future. AND Professional Development. Utilize professional development strategies and activities developed in consultation with DPI.

Accountability Timeline Accountability Timeline (continued) 3 consecutive years Parental Notification AND Improvement Plan. AND Professional Development. 4 consecutive years Parental Notification. AND Program Changes. Modify the curriculum, program, and method of instruction. OR Personnel Changes. Replace educational personnel related to failure to meet AMAOs.

Key Points Identification Process: HLS, academic review, screener (W-APT) & ACCESS for ELLs ® Parental Notification: No later than 30 days after the beginning of the school year or within the first 2 weeks of placement when enrolling during the school year. Private Schools: Timely & meaning consultation. Non-profit private schools only. Optional, collaborative process & needs assessment. FLEP: 2 –year Monitoring Teacher Language Fluency: Spanish/English

Key Points ISES communication & inter-phase ISES clean up window

Reminders: State Aid funding: Bilingual-Bicultural state funding Immigrant Children & Youth grant: April Program Evaluation: Is your program working?

Reminder ACCESS for ELLs ® : A summative test, as such, has limitations. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this. Bottom Line: Tailored services and “placement” decisions are based on a conglomeration of data!

Reiteration: Supplemental versus Supplant Three Revised Bulletins Program Evaluation

Supplemental vs. Supplant:  Title III funds are in addition to, and do not replace or supplant, services that students would otherwise receive.  Districts must meet Lau vs. Nichols and OCR mandates as the first rule.  ESEA applications must supplement existing services or programs for ELLs, not supplant.  Therefore, districts must first be able to identify core programs or instructional deliveries that comply with Lau and OCR and then, supplement those with Title III funds.

Supplemental/Supplant: State Aid Program Districts have a legal responsibility to ELLs. Both Title III funds and the bilingual-bicultural state aid are supplemental funds. Generally, districts may not use Title III funds to begin paying for salaries/fringes of an educator who previously was funded under state aid program. Districts need to ensure that neither state or Title III funds are used to supplant other local, state or federal programs or activities.

Guiding Questions to Ask: 1. What is the instruction program/service provided to all students? 2. What does the LEA do to meet Lau requirements? 3. What services is the LEA required by other Federal, State, and local laws or regulations to provide? 4. Was the program/service previously provided with State, local and Federal funds?

Bottom Line: Based on the answers to these questions, would the proposed funds be used to provide an instructional program/service that is in addition to or supplemental to an instructional program/service that would otherwise be provided to LEP students in the absence of Title III funds?

3 Bulletins Bulletin 07.01: Initial Identification and Placement Bulletin 07.02: Procedures for Exiting Bulletin 08.01: Two-Year Monitoring Requirements (

Program Evaluation Per OCR policy: Is your program adequate? Use the Castañeda case (648 F: 2 nd 959 (5 th Cir. 1981) prongs: ▫1. A pedagogically sound plan for LEP students. ▫2. Sufficient qualified staff to implement the plan (includes hiring of new staff and training of current staff). ▫3. A system established to evaluate the program. Districts must periodically evaluate its program to ensure it is working and modify when necessary.

Resources Title III: Immigrant Children & Youth Grant: Bilingual-Bicultural Programs:

Questions?

Thank You! Contact Information: Jacqueline A. Iribarren, Ph.D. Title III, ESL & Bilingual Ed Consultant (608)